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PDARDEVFP01 Award Document v1.1 Page 0 of 31

GRADUATE DIPLOMA ART AND DESIGN

CAMBRIDGE SCHOOL OF VISUAL AND

PERFORMING ARTS

AWARD DOCUMENT 2017-18

LEVEL 6

Student Administration

VERSION [1.1] - [18.07.17] – [PDARDEVFP01]


VERSION CONTROL

VERSION NUMBER PURPOSE/CHANGE AUTHOR DATE

0.1 Pre-approval first draft Gina Tornatore, Course Director 09/12/16

0.2 Pre-approval second draft Gina Tornatore, Course Director 02/02/17

0.3 Pre-approval third draft Gina Tornatore, Course Director 10/02/17

0.4 Pre-approval fourth draft with recommendations Gina Tornatore, Course Director 28/02/17

0.5 UPDATED LOS IN MIFS Gina Tornatore,

Course Director 23/03/17

1 First approved award document etc. Student Admin 19/04/17

1.1 CODES ADDED STUDENT ADMIN 18.07.17


Award Map – GRADUATE DIPLOMA ART & DESIGN FULL TIME

LEVEL 6

Study Block 1 Art and Design 1

AAD110 Compulsory 60 Credits

Study Block 2

Art and Design 2 AAD120

Compulsory 60 Credits


AWARD INFORMATION FORM (AIF)

The AIF provides essential information to students, staff teams and others on a particular award or a group of awards in a programme and is designed to meet the University’s expectations and those of external bodies such as the Quality Assurance Agency (QAA) in respect of programme specifications.

Please refer to the Guidance notes on completing Award Information Forms before completing the details below.

SECTION 1 - General Award Information

Qualification (award type) Graduate Diploma Award Title Graduate Diploma Art & Design Intermediate Qualification(s)

Awarding Institution Falmouth University

Location of Delivery (Penryn or Falmouth)

CSVPA

Duration of Award

FULL TIME: 1 year 12 Months (2 Study Blocks)

Professional, Statutory and Regulatory Body accreditation N/A

Accreditation Renewal Date (Month and Year) N/A

Route Code (SITS)

UCAS Course Code

Relevant External Benchmarking

Postgraduate Degree Characteristics QAA Subject Benchmark Art & Design / History of Art, Architecture & Design UK Quality Code for Higher Education


SECTION 2 – Entry Requirements, Student Support and Further Opportunities

Entry requirements Students entering the Graduate Diploma Art & Design will normally hold a good Level 6 qualification (BA (Hons) degree or equivalent qualification); or a Level 5 international qualification (for example, 3 Years Diploma from a University in China) in an art or design or a closely related subject including Graphic Design, Illustration, Visual Communication, Fashion Design, Fashion Communication, Photography, Interior / Spatial Design, Architecture, Product Design, Fine Art. CSVPA recognises a variety of qualifications and relevant professional experience and encourages applications from people of all ages, backgrounds and cultures with a demonstrative interest in the subject. All applicants are required to present a good Portfolio of work suitable for practice - studio based disciplines supported by a Personal Statement. All portfolios and applications will be approved by the Course Director or another senior member of CSVPA academic staff. Where possible we will invite you to meet us through an informal interview online or in person. All applicants for whom English is not their first language require a score of 5.5 overall with a minimum of 5.5 in each element in the British Council IELTS Academic English Test, or equivalent secured English language test. Applicants who are able to demonstrate the necessary skills and intellectual achievement needed to undertake this practice-based course from different disciplinary backgrounds or specialist subjects will also be considered on a one to one basis subject to individual portfolios, creative ability and research proposals. Please follow the links below for additional information on our entry requirements along with the specific requirements of the course as well as information on fees and funding. http://www.csvpa.com/fees/international-tutition-fees.htm https://www.csvpa.com/apply-online/step1 Student Support

At CSVPA we are here to support you through your studies in every way we can. Support is confidential, student-centred, and will grow and adapt to meet student needs. Even if we can't help, we'll know someone who can.

Our welfare team provide free, confidential help and advice with any problem, large or small.

Services include accessibility, counselling, academic skills, living support, access to health services, and a multi-faith room. We can also signpost you to other people who can help.

Students with disabilities We welcome applications from disabled students (e.g. physical, sensory, mental health) and those with learning difficulties (e.g. dyslexia). We encourage anyone with a disability or learning

http://www.csvpa.com/fees/international-tutition-fees.htm

https://www.csvpa.com/apply-online/step1


difficulty to describe your needs on your application form. This will not affect your application but will help us to plan your support.

Distinctive Features Programme Introduction The Graduate Diploma Art and Design course is designed for those students with high aspirations who are committed to joining a postgraduate Master’s degree at a UK university. It is an intensive one-year preparatory course for prospective students wanting to strengthen and refine their art / design practice, enhance their academic experience and progress their English language skills. In this sense, the course is a confidence-building bridge into further study at Master’s level, providing foundations for advancement to postgraduate study or professional career development in art and design practice. The cohesive structured delivery of the Graduate Diploma course places an emphasis on providing a dynamic and diverse space in which students can develop fundamental skills in their specialist area whilst simultaneously gaining a proficiency in digital media. The integration of using digital media, a key part of our techno-culture as a strategic approach to practice; enables all students to articulate their motivations and confidently communicate and present their work with authority. Through an immersive approach to learning, each student will be provided with a variety of opportunities to develop their own specialist work, undertake 4D media training in Adobe Premiere Pro, After Effects and learn 3D digital media skills in Adobe Creative Suite to generate portfolios; produce art/design journals; make and present their art/design work with an informed awareness of context and audience. It is anticipated that Graduates will become fluent in a range of art / design practices, proficient in digital media skills in which to support and build a map for their personal professional development alongside reflecting the changes in the creative economy and the cultural situation globally. Students will develop an appreciation of current critical debates (establish links with networks of ideas, influences and practitioners) that are shaping the future of their subject and gain an informed view of their own practice. The multidisciplinary dialogue generated by a cohort of mixed specialists will provide a unique context for discussion. The skills and knowledge gained will provide students with the opportunity to identify obstacles to progression and to establish a firm foundation from which to undertake further art / design research. Students commit to critical engagement, establishing skills in both practice and writing; and are encouraged to question; adopt experimental research and creative approaches, develop and articulate their own informed art / design practice. This is achieved through the teaching, which highlights the importance of creative thinking, experimentation and research as a catalyst for new ideas, methodologies and art & design innovation. Students join the Graduate Diploma in Art & Design following a detailed diagnostic admissions process, through which strengths and areas for development are identified. This forms the basis for designing a programme of accelerated study through which the student is exposed to graduate teaching and learning activities. Just as the aims and ambitions of individual students will vary according to their experience and creative aspirations, the learning experience of this course will vary according to the individual needs and academic ambitions of each student.


This is the key feature of the Graduate Diploma course, which immerses the student within an arc of ambition and purpose for their learning environment, provides a collective community and resources of the School, offering them the opportunity to accelerate their practice, through collaboration and dialogue, within the supportive context of a peer group. The course is student-centred and is designed to develop a student’s ability for reflective practice and confident activity by offering an academic framework through which students develop and enhance their own critical reflection of practice providing them with the ability to build strong, vocational portfolios and develop research proposals for future transition to MA study. Future Career/Education The programme introduces students to critical thinking, evaluation and judgement, developing research skills and methods and communication skills that support their transition into postgraduate study. Workshops focused on technical and specialist skills enable students to develop skills necessary for their intended future art/design pathway. The focus on individual development and one-to-one advice on portfolio development and presentation is specifically designed to help students develop successful applications to Master’s level study in the UK and internationally, as well as our own MA Art & Design. Career advice is embedded throughout the programme. Teaching and Learning is provided by a team of experienced HE staff and supported by Visiting Lecturers in practice and/or industry, working in the fields of graphic design, visual communication, photography, illustration, fashion communication, fine art, curation, design research. The course provides students with expertise to pursue career possibilities in the expanding creative industries and cultural sector in the UK and worldwide. All students entering the course with either 5.5 or 6.0 IELTS will be expected to attend compulsory English Language classes. Typically, English language classes have a Student Staff Ratio of 10:1. Four hours of English classes are timetabled for each week supported by a weekly one hour drop in surgery/ revision class.

SECTION 3 – Teaching, Learning and Assessment

Educational Aims The course is designed for students who wish to develop and take ownership of their creativity; consolidate principles of a UK art / design experience in order to prepare for relevant MA progression. Students need to be highly motivated and committed to the course of study as independence, commitment and self-management are essential. It is anticipated that students will become directional in selecting their own choice of research proposals, to becoming articulate in the dissemination of ideas and subjects that concern their studio practice with the potential for transition to MA applications and proposals.


The Graduate Diploma course aims to:

• Create a supported learning environment for the development of individual practice that recognises the importance of ‘thinking through making’ in art and design.

• Enable our graduates to become fluent in a range of technical art/design skills and in the strategic use of digital media, in order for students to progress their graduate study at MA level.

• Develop cognitive skills to support the role of innovation and to encourage independent

practice and research and critical self-awareness whilst encouraging the development of students’ ability to communicate effectively and appropriately.

• Provide students with the skills required to locate and solve self-initiated problems

through intellectual and imaginative thinking, providing solutions informed by the contemporary contexts of art and design practice.

• Provide a framework for academic and personal professional development that

enhances students’ abilities in critical reflection, allowing them to speculate on new and effective approaches to art and/or design practice and to engage with problems and insights at the forefront of their disciplines.

Learning Outcomes Upon successful completion of this award, you should be able to: LO1. Technical competence: Demonstrate a comprehensive understanding of techniques and skills applicable to your individual art / design practice and research. LO2. Experimentation: Develop strategies for solving problems visually; ability to take risks; apply these through experimentation and visual testing in the realisation of art / design concepts. LO3. Research and scholarship: Initiate and produce independent research and apply critical methodologies to advance your practice. LO4. Analysis: Analyse and critically evaluate complex issues both systematically and creatively. LO5. Subject Knowledge: Demonstrate a systematic understanding of the importance of communication as an artist or designer and a critical awareness of current discourse at the forefront of your practice. LO6. Personal and Professional Development: Exhibit qualities and transferable skills necessary for progression to further postgraduate study including ability to self-manage; self-direct and self-initiate work and projects; participate in complex decision-making. LO7. Communication and Presentation: Visually communicate your conclusions clearly with consideration of audience, user and client. Teaching Strategy


The Graduate Diploma Art & Design course at CSVPA is an intensive, transformative studio practice-based course that promotes and sustains a distinctive pattern of teaching and learning practices by focusing on the delivery of high quality, relevant and engaging teaching; organised and clear communication; well delivered assessment and feedback with enhanced academic support. Teaching strategies have been developed closely in relation to specific art & design disciplines embedded within communication for creative art & design industries. Taking into consideration that students develop knowledge and understanding of their subject with distinction, with an emphasis placed on the management of complex digital media practices with self-initiated projects. The aims and learning outcomes of the modules are distinct in the practical projects undertaken by the student and are assessed individually and collectively in relation to the modules’ learning outcomes.

The design of curriculum is a combination of staff and student-led learning principles and the overarching approach to learning and teaching related to both disciplinary and interdisciplinary knowledge. These principles relate to the exploration of creative practice that informs and reinforces parallels and links between historical and contemporary research and practice.

It is anticipated that graduates become fluent in digital media and technical skills and are able to locate and assimilate appropriate technologies for the planning and production of projects.

By streamlining the curriculum with the integration and provision of digital media practice in moving image, photography and sound, it places emphasis on the strategic approach for students to contextualise their practice through acquiring the knowledge of production and communication skills to better enable them to effectively articulate their ideas with clarity and accuracy. The accent is on individual student development within a working community, considering collaboration and knowledge exchange of the contemporary and future context for development with society, industry, and cultural organisations. A framework that assists Graduates to enhance and advance their creative practice with an informed awareness of the business of visual culture; its context and audience or user.

Indicative teaching and learning methods of practical creative projects incorporates:

• Lectures, seminars and screenings introduce the key concepts of practice in specific media • Demonstrations, workshops will support students in the individual development of

practical and specialist skills • Teaching digital tools for creation and realization • Equipment and the studio allow the creative slip between different methods of production

and exploration. • Presentations support students to test and prove their ideas appropriate to the project;

assisting students to develop the ability for confident oral communication. • Tutorials support students to develop tools and strategies for analysis, thinking and

critique to challenge their ideas. • Project reviews and critiques provide live feedback on student work in progress and

opportunities to promote peer project discussion and debate. • Encourage within students, to engage in self-reflective discourse and self-criticism in

relation to a sustainable creative practice.

Assessment Strategy


Assessment is governed by the Assessment Regulations. Graduate Diploma Art & Design uses both formative assessment and summative assessment to support students in their progression and their achievement on the programme. Formative assessment (assessment for learning) provides opportunities for students to identify their strengths and areas for development and focus in order to improve. Formative assessment is continuous throughout the programme; integrated in the weekly seminars, tutorials, review of studio practice and portfolio; art/design journals and reflective writing. More formally, formative assessment takes place mid-way through each study block. Summative assessment (assessment of learning) culminates at the end of each module and identifies what learning has been accomplished and therefore assessed marks count towards the module grade awarded. The assessment strategy and criteria are clearly described in every written brief and mapped appropriately to the module learning outcomes. Assessment criteria are additionally communicated at each project briefing. Portfolio A Portfolio of assessment is a body of work created in response to the learning activities agreed and undertaken throughout a module, including material outcomes and demonstrates engagement with, and fulfillment of module and course learning outcomes. Given the range of possible learning and teaching activities that may contribute to an individual student’s experience of this course, the portfolio may include practical visual and material work, written essays, presentations and reports, visual and material studies, and / or a combination of these elements. In that the portfolio demonstrates the students’ achievement and learning, it offers a developmental record and outcome of the course, and a platform for further study. Assessment outcomes may include:

• Portfolio • Art / Design Journal • Written Presentations / context reports • Critical reviews • Practical creative projects • Individual oral presentation • Design development work • Visual art / design summary • Project outcomes • Sketchbook / Notebooks


Curriculum Structure, Assessment Methods and Learning Outcomes

Module Code

Level Module Name

Credit

SB

Compulsory Assessment methods*

Contributing towards the Learning Outcomes (Taught (T), Practised (P) and/or Assessed (A))

(C)

Option

1 or 2 (O) 1 2 3 4 5 6 7

AAD110 6 Art and Design 1 60 1 C PO TPA TPA TPA TPA TPA TP TPA

AAD120 6 Art and Design 2 60 2 C PO TPA TPA TPA TPA TPA TPA TPA

*The following codes for assessment methods apply

(additional codes can be proposed through this process, if necessary): - AR Artefact OR Oral CB Computer-based PC Practical CE Critical evaluation PF Performance CS Case study PL Placement DI Dissertation or project PO Portfolio ES Essay PR Presentation EX Exam RE Individual report


SECTION 4 – Learning and Employability

Skills Development Strategies The Graduate Diploma course has developed a strategic streamlined approach to help you develop and communicate your work effectively through the integration of acquiring knowledge and skills specific to your specialist field of practice combined with the ability to become proficient in the use of digital media to promote your practice with authority. To help you with the development of your creative practice and critical thinking you will attend weekly sessions with negotiated specialist tutors. We have a pool of highly experienced professional lectures who work in the education sector alongside sustaining successful professional careers in industry. For instance at present we have a team of staff who have an expertise in graphic design for visual communication; filmmaking; animation; fashion communication; fashion design; industrial product design; interior/spatial design; digital media; photography; jewellery design; contemporary fine art and curation amongst others whose aims are to help you in your art/design practice. Projects are built to help you develop your approach to research and evaluation by encouraging your engagement with research methods, to assist you to understand its relationship to the art/design process, promoting a personal style or stance to your engagement with solving creative problems.

Simultaneously to assist you in acquiring a comprehensive set of technical skills and abilities, within the department there are several lecturers who specialise in different digital media areas. When first working with students these tutors help you to understand workflow and techniques whilst introducing you to specific software applications. In Study Block 1 the 4D tutor support this by offering inductions, and teaching workshops in Adobe Premiere Pro, After Effects and Audio software connecting workshops to tutor-led projects. In other complementary workshops the 3D tutor instructs students in the use of Adobe Creative Suite; teaching skills in InDesign, Photoshop and Illustrator software to support the process involved in content creation and layouts. In Study Block 2 students are encouraged to use these diverse elements of digital media to produce portfolios; visual summaries (designed journals) suitable for output technologies such as printing and as high quality digital art/design files suitable for postgraduate applications and transition to creative industries. To assist you in the development of building confidence in communicating your area of practice effectively to a range of audiences, you will be required to present your practice-based projects and self-initiated work to the group and to teaching staff. To help with the development of intellectual and creative skills you will articulate your ideas visually, verbally and in writing. These communication skills are also nurtured through one to one tutorials and voice workshops for presentations. Art/Design Practice and Critical Thinking We help you to become confident in generating ideas and problem solving techniques applicable to your art/design discipline, by introducing you to creative processes from within and beyond your practice subject. We assist you to acquire analytical and discursive skills to critical and contextual consideration of creative ideas.


We help you to fulfill project briefs in Study Block 1 so that you can define an achievable negotiated capstone project in Study Block 2. A final major project that is meaningful to your creative concerns, is in alignment to your specialist field of practice, and supports your portfolio for future applications. Research and Evaluation. Development of skills in research methods and critical thinking is nurtured through participation in an ongoing series of lectures and seminars and through peer group crits and one to one tutorials. We help you to define your research through the identification of the field of practice that is relevant to your project and through continual evaluation of both the work that you will produce and that of others in the group. This is supported by the compilation and production of a research art/design journal in which to document evidence of the trajectories and development of your practice-based projects throughout the year. Many of the skills required for professional level practice are readily transferable to other professional environments. As you progress through the course you will develop the ability to:

Generic Skills • Engage in research methodologies and critical thinking • Become confident in using library and digital research mechanisms. • To use sketch books as part of the creative process. • Understand principles of art/design practice specific to your specialist area – through the

provision of structured skilled workshops. • To apply evaluative and technical skills to build and finalise the Art / Design Journal. • To acquire a new knowledge with digital training; to gain a proficiency in Adobe Creative Suite

specific focus on InDesign, Photoshop & Illustrator. • To acquire a new knowledge with digital training to gain a proficiency in 4D digital media

training in Premiere Pro / Adobe After Effects • To become confident in communication (written) and presentation (oral) skills as part of

project and peer review. • To develop and complete projects and provide you with management skills • To develop and enhance skills through personal professional development workshops.

Team Working Collaborative group working is an integral component of the programme to encourage cohort identity and build communities of practice and thus support an international student body. Through inter-disciplinary workshops, projects and expositions/exhibitions, students are encouraged to work collaboratively, define roles, project manage and reflect on both their own contribution and issues arising from group work. Students have further opportunities for working in wider teams through initiatives such as peer mentoring. Crits and small-group seminars encourage cohort-building and contribute to the development of a dynamic and supportive studio culture and community of practice.


Improving Learning and Performance We are committed to improving our students learning and performance through a number of strategies at the heart of the CSVPA ethos.

- We are committed to small class sizes that ensure regular contact and support from our staff team.

- There is a minimum of 15 hours scheduled contact time each week. - The flexible and diagnostic element of the graduate diploma at the start enables us to

develop responsive and where necessary bespoke tuition accordingly; on the basis of an individual or cohort’s needs.

- Our dedicated Study Skills Coordinator is available for group or 1:1 support in a wide range of academic skills including: academic writing, presentations, academic referencing and producing annotated bibliographies.

- Regular, weekly feedback from peers, Course Director and specialist tutors is delivered through seminars and tutorials

- Formative ‘feedforward’ in written and oral forms is provided at key moments during the course

- Extensive and personalised developmental feedback provided at summative assessment points

- Regular 1:1 tutorials Career Management Skills Reflective practice is encouraged throughout the programme, preparing students as reflective practitioners engaged with continuing professional development in life after education. HEAR / Progress Files All students are entitled to a transcript detailing the modules they have studied and the results given for those modules. The transcript is normally issued on completion of studies at the University. A more detailed Higher Education Achievement Record (HEAR) is under development in the sector. Professional Standards From the start, students are expected to approach the programme with professional standards, which is reflected in the college’s expectations around timekeeping, attendance and absences. As a minimum we expect:

- Regular attendance (minimum of 85%) - Punctuality - Respect for all learners regardless of background or culture - Professional standards of behaviour in the Graduate Diploma studio - Appropriate communication in person and in digital forms - Independent time and workload management


GRADING CRITERIA

Learning Outcome Assessment Criteria Distinction 70-100%

Pass 50-69% Fail – below 50%

LO1. Demonstrate a comprehensive understanding of techniques and skills applicable to your individual art / design practice and research.

Produce art / design projects, which demonstrate a proficiency in the technical skills necessary to support your specialist area of practice.

Work demonstrates a comprehensive knowledge and understanding in relevant techniques & skills applicable to the production of art/design projects.

Work shows consistent creative application of skills necessary in the means of production of art/design projects.

Work is poorly supported by knowledge and understanding of the relevant skills associated with them.

LO 2. Develop strategies for solving problems visually; ability to take risks; apply these through experimentation and visual testing in the realisation of art / design concepts.

Demonstrate an ability to solve problems through experimental, visual and innovative processes in order to realise project intentions.

Work demonstrates exceptional creative application of materials and methods for the innovative generation of art/design projects.

Work shows consistent creative application of materials and methods for the innovative generation of art/design projects.

Work depicts limited creative application of materials and methods, uninformed by conceptual practice.

LO 3. Initiate and produce independent research and apply critical methodologies to advance your practice.

Demonstrate the initiative to identify methods of research relevant to your specialist field of practice.

Work demonstrates identification of appropriate research & comprehensive knowledge and understanding of relevant art/design context.

Work demonstrates knowledge of the broad range of specialist issues and practices associated within your field of practice.

Work demonstrates a limited understanding of contextual ideas and a lack of knowledge in how to conduct independent research.


LO 4. Analyse and critically evaluate complex issues both systematically and creatively.

Produce work, which demonstrates analytical, critical and evaluative processes to the solving of complex issues through creative practice.

Work demonstrates a high degree of analytical, critical and evaluative skills in its generation and production.

Work demonstrates analytical, critical and evaluative skills in its generation and production.

Work demonstrates limited analytical, critical and evaluative skills; no consideration of award objectives.

LO5. Demonstrate a systematic understanding of the importance of communication as an artist or designer and a critical awareness of current discourse at the forefront of your practice.

Produce work, which communicates effectively using appropriative media including digital with a critical awareness of current art/design practices at the forefront of your specialist field.

Work incorporating originality, independent thought and critical reflection. The work shows exceptional creative application of media and methods, in an appropriate original format, and has contemporary relevance.

Work showing consistent creative thought, evidence of creativity and understanding of practices and application of media and methods in an appropriate format.

The work shows limited creative application of media and methods. Demonstrates limited understanding of the positioning of your own practice within your field of study.

LO6. Exhibit qualities and transferable skills necessary for progression to further postgraduate study including ability to self-manage; self-direct and self-initiate work and projects; participate in complex decision-making.

Demonstrate professional competence to self-manage, self-direct and self-initiate work and projects to support your progression to further postgraduate study.

Projects are completed with a high degree of professional competence and evidence of clear development achieved through planning, self-management informed by reflective discourse.

Work is developed professionally through evidence of planning informed by reflection.

Work is incomplete or insufficiently developed, evidence of poor planning, lack of organisation and no reflective skills.


LO7. Visually communicate your conclusions clearly with considerations of audience, user and client.

Produce work, which demonstrates a critical understanding to how it communicates effectively to its audience within a professional context.

The work is communicated accurately, effectively and critically engages with its intended audience in a professional context.

The work is communicated accurately, effectively and critically engages with its intended audience.

The work is ineffectual in its communication. There is no or very little evidence of an awareness of its intended audience.


MODULE INFORMATION FORM (MIF)

THE MIF PROVIDES ESSENTIAL INFORMATION TO STUDENTS, COURSE TEAMS AND OTHERS ON A PARTICULAR MODULE.

Section 1 – Changes made to Section 1 of the MIF will require Departmental Board approval. Before making any changes to a MIF consult with QST for advice.

Module Name Art and Design 1 Module Code SRIT to establish coding protocol AAD110

Credit Value 60 Level and Study Block e.g. Level4, Study Block 2 Level 6, Study Block 1

Pre and Co-requisites Insert name, codes will be inserted once created by SRIT

None

Named Module Leader Gina Tornatore Location of Delivery e.g. Penryn or Falmouth CSVPA

Mode(s) of Delivery e.g. 1x2hr seminar, weekly for 13 weeks

This module is taught across one Study Block and will indicatively comprise: Scheduled learning and teaching - 15 hours briefings, lectures, seminars, group critiques, studio practice, individual tutorials weekly for 12 weeks = 180 hrs 6 hours digital media workshops weekly for 12 weeks = 72 hrs 348 hours independent study Total: 600 learning hours

Summary Module Description

MODULE SUMMARY The module aims to develop knowledge and understanding of how critical reflection drives practice through a highly structured framework of learning; providing students with the opportunity to locate their practice within an educational and professional framework. The module encompasses analysis of practice and exploration of art/design methodologies through set practical project work in specialist areas of study and digital media in order to evolve a personal development of studio work and related research driven approaches to practice. Students participate in individual tutorials, group lectures and seminars, peer presentations and learning activities designed to promote critical debate and reflection. Students will record each stage


of their project development in a digital art / design journal (journals are to be included in supporting documentation for assessment).

Aims Maximum of 3

• To encourage the development of approaches to art and design practice within an education and professional framework

• To promote critical engagement and dialogue that reflects and evaluates the boundaries of disciplines and fields of contemporary art and design practices.

• To enable students to critically re-evaluate their approach to individual art and design practices in order to develop and maintain high standards of achievement.

Learning Outcomes

LO

Learning Outcome

Assessment Criteria [Assessment Criteria detailed against the learning outcome can be tailored to the requirements of individual modules]

1

Demonstrate a comprehensive understanding of techniques and skills applicable to your individual art / design practice and research.

Define and deliver an achievable project: selecting appropriate technologies for the planning and production of projects that is relevant to your individual practice. Your project should demonstrate a proficiency in the technical skills necessary to support your individual specialist area of practice.

2

Develop strategies for solving problems visually; ability to take risks; apply these through experimentation and visual testing in the realisation of art / design concepts.


3

Initiate and produce independent research and apply critical methodologies to advance your practice.

Demonstrate the initiative to identify methods of research relevant to your specialist field of practice.

4

Analyse and critically evaluate complex issues both systematically and creatively.

Produce work, which demonstrates analytical, critical and reflective processes to the solving of complex issues through creative practice.


5

Demonstrate a systematic understanding of the importance of communication as an artist or designer and a critical awareness of current discourse at the forefront of your practice.


7

Visually communicate your conclusions clearly with considerations of audience, user and client.

Produce work using appropriate media which demonstrates a critical understanding to how it communicates effectively to its audience within a professional context.

Section 2 - Any changes made to Section 2 of the MIF will normally require Department Board approval. Before making any changes to a MIF consult with QST for advice.

Skills Development

Subject Specific • Introduction to creative process from within and beyond the

subject • Analytical and discursive skills to enable critical and

contextual consideration of creative ideas • Idea generation and problem solving techniques

Generic • Introduction to research methodologies and critical thinking • Using library and digital research mechanisms • Using sketch books as part of the creative process • Hands-on practice to support their specialist area – structured

skilled workshops • Evaluative and technical skills to build the Art / Design Journal • Digital training in Adobe Creative Suite specific focus on InDesign,

Photoshop & Illustrator • 4D digital media training in Premiere Pro / Adobe After Effects • Communication and presentation skills as part of project and

peer review. • Project development and management skills • Develop skills through Personal Professional Development

workshops.

Assessment Strategy

Assessment for this module is formative and summative. Formative assessment and the provision of developmental ‘feed forward’ takes place during seminars, with staff and peers through studio-based group critiques, individual tutorials, and written project feedback.


Students are introduced to assessment and grading criteria through reflective self-assessment exercises. Summative assessment takes place at the end of the module when work is assessed via a portfolio submission. The portfolio is a body of work created in response to module’s learning activities and students’ individual pathways; as a result, it may vary in format and content. It will however include project visual and/or material outcomes, evidence of research and conceptual development, and an art or design journal.

No Assessment Method

Description of Assessment Method %

Learning Outcomes Assessed

Compulsory or Compensatable

1 2 3 4 5 6 7 1 PO Portfolio of work

including project outcomes, developmental work, supporting research and critical evaluation, visual summary and art / design journal,

100

• • • • • • Compulsory


(additional codes can be proposed through this process, if necessary): - AR Artefact OR Oral CB Computer-based PC Practical CE Critical evaluation PF Performance CS Case study PL Placement DI Dissertation or project PO Portfolio ES Essay PR Presentation EX Exam RE Individual report

Section 3 - Once initial approval of the Module has been given, the Subject Leader may make changes to this section, following appropriate consultation.

Indicative list of Resources

Institutional resources Graduate Diploma Studio Space Art / Design Digital Media Studio, with use of photographic DSLR cameras Individual computer stations with full Creative Suite Software

Other institutional resources are determined by specific needs of student projects and are


negotiated with the course team as and when required. Indicative Bibliography Abbs, P (ed) 1989. The Symbolic Order: a Contemporary Reader of the Arts Debate. Falmer Press. London. Barthes R. (1993) Image-Music-Text. Fontana Press. Beirut, Michael, Heller, Steven, Drentell, William, and Holland, D. K. (eds), 1994. Looking Closer: Critical Writings on Design, New York: Allworth Press Bergstrom, B (2008) Essentials of Visual Communication. Laurence King. Bestley, R. Noble, I. (2004) Visual Research. AVA Academia Bowell. T. Kemp, G. (2010) Critical Thinking: A Concise Guide. Routledge, London Brook, T. Shaughnessy, A. Studio Culture. Unit Editions, London Cave, P. 2011. How to Think Like a Bat. Quercus Civaschi, M and Milesi, G. 2012. Life in five seconds. Quercus Collins, H. (2010) Creative Research, The theory & practice of research for the creative industries. AVA. Crow, D. (2003) Visible signs: An introduction to Semiotics. AVA, London De Bono, E. (2009) Lateral Thinking: A Textbook of Creativity. Penguin, London Ehn, P. Nilsson, E. Topgaard, R. (2014) Making Futures: Marginal Notes on Innovation, Design, and Democracy, MIT, Cambridge MA. Elam, K. (2004) Grid Systems. Princeton Architectural Press. Foster, H. 1985. Recodings: art, spectacle, cultural politics. Bay Press. Washington Fry, T. (2011) Design as Politics Berg, Oxford Goldschmidt, G. (2014) Linkography: Unfolding the Design Process. MIT, Cambridge MA. Hara, K. (2007). Designing Design. Lars Muller Publishers. Harrison, C and Wood P. 2002. Art in Theory 1900-2000: An Anthology of Changing Ideas. Blackwell. Oxford Johnson, M. (2002) Problem Solved: a primer in design and communication. Phaidon Press Kane, J. (2002) A Type Primer, Laurence King Laurel, B (Ed) (2003) Design Research: Methods and Perspectives, MIT Netherlands. Leborg, C. (2007). Visual Grammar. Princeton Architectural Press

Lidwell, W, Holden, K and Butler, J. (2003) Universal Principles of Design. Rockport Frascara, J. (1996) User-Centred Graphic Design. Taylor & Francis Lupton, E and Cole-Phillips, J. (2008) Graphic Design: The New Basics. Princeton Architectural Press. Lupton, L and Miller, J Abbott. (2006) Design Writing Research: writing on graphic design. Phaidon

Müller-Brockmann, J. (1983) The Graphic Designer and His Design Problems. A.Niggli.

Müller-Brockmann, J. (4th ed.1996) Grid Systems in Graphic Design: a visual communication manual for graphic designers. A.Niggli.

Müller, L. Ed. (2nd ed. 2000) Josef Muller-Brockmann: Pioneer of Swiss Graphic Design. Lars Müller Newark, Q. (2002) What is Graphic Design? Phaidon Press Pallasmaa, J. 2012. The Eyes of the Skin: Architecture and the Senses. J Wiley. Chichester Roberts, L & Thrift, J. (2005) The Designer and the Grid. Rotovision.

http://www.amazon.co.uk/Eyes-Skin-Architecture-Senses/dp/1119941288/ref=la_B001IGQEP0_1_1?s=books&ie=UTF8&qid=1398613341&sr=1-1


Schmid, H. (2006). Design is Attitude. Birkhauser Verlag AG Shaughnessy, A. (2005) How to be a Graphic Designer Without Losing Your Soul. Laurence King Visocky O’Grady, J and Visocky O’Grady, K. (2006) A Designer’s Research Manual. Rockport Publishers Wichmann, H. (1989) Armin Hofmann: His Work, Quest and Philosophy. Birkhäuser Verlag Recommended Reading: Recommended reading will depend upon the specialism of a student (a full list - including journals and on-line resources - will be drawn up in consultation with the Library and the Study Skills Tutor). Example book list for Graphic Design:

Baldwin, J and Roberts, L. (2006) Visual Communication. AVA Academia Publishers Ambrose, G. (2008) The Production Manual. AVA Academia Publishing Kirby, P. (2007) Ten/Sea Design. Sea Design Laurel, B. (2003) Design Research. MIT Emmison, M & Smith, P. (2000) Researching the Visual: Images, objects, contexts and interconnections in social and cultural enquiry. London, Sage. Hawkes, T. (2nd ed. 2003) Structuralism and Semiotics. Methuen. Johnson, M. (2002) Problem Solved: a primer in design and communication. Phaidon Press. Newark, Q. (2002) What is Graphic Design? Phaidon Press. O’Sullivan, T. Hartley, P. Montgomery, M. (2nd ed. 1994) Key Concepts in Communication. Methuen. Rose, G. (2007) Visual Methodologies: An Introduction to the Interpretation of Visual Material. London, Sage. Katashio, J. (2002) Baumann et Baumann. Hatje Cantz Cork, R. (2006) Michael Craig Martin. Thames and Hudson. Apeloig, P. (2001) Au coeur du mot (inside the word). Lars Muller. Baur R. and Braunstein C. (2001) Ruedi Baur... integral... and Partners. Lars Müller Bellantoni J. and Woolman M. (1999) Type in Motion: Innovations in Digital Graphics Thames and Hudson Ruder, E. (7th ed. 2001) Typography: a manual of design. A.Niggli. Schmid, H. (2003) Typography Today. Seibundo Shinkosha. Wilde, J. & R. (1991) Visual Literacy: a conceptual approach to graphic problem solving. Watson-Guptill Woolman M. (2002) Digital Information Graphics. Thames and Hudson Design Studios Pentagram - Graphic Thought Facility - A Practice for Everyday Life - Maddison Graphic Forma - Research Studio - Sagmeister & Walsh – Bibliotheque - Europa - United Visual Artist Integral Ruedi Baur - Des Signes - Studio Philippe Apeloig - Studio Andrew Howard Opera Amsterdam - Les Graphiquants - Tom Hingston Studio - Nick Bell Design Farrow - Studio Emmi - Magpie Studio - We Made That - Brown Studio - Lo Siento Studio Landor - Grynasz Studio - Saffron Consultant - Dino & Co - Meta Design – GBH - The Partners Johnson Banks - Made Thought - Sea Design - Wolff Olins - Universal Everything - Moving Brands NB Studio – Here - I Love Dust - Studio Myerscough – North – Spin – Rose - Purpose Cartlidge Levene - Why Not Associates - Studio Aka

Section 4 – Administrative Information


Department Graduate Diploma

Subject Art and Design 1

Version V1

Date of production of MIF (dd/mm/yyyy) 09/12/2016

Named Awards – Indicate below all Courses where this is a Compulsory or Option Module (*delete as appropriate)

Graduate Diploma Art & Design Compulsory


MODULE INFORMATION FORM (MIF)

THE MIF PROVIDES ESSENTIAL INFORMATION TO STUDENTS, COURSE TEAMS AND OTHERS ON A PARTICULAR MODULE.

Section 1 – Changes made to Section 1 of the MIF will require Departmental Board approval. Before making any changes to a MIF consult with QST for advice.

Module Name Art and Design 2 Module Code SRIT to establish coding protocol AAD120

Credit Value 60

Level and Study Block e.g. Level4, Study Block 2 Level 6, Study Block 2

Pre and Co-requisites Insert name, codes will be inserted once created by SRIT

Named Module Leader Gina Tornatore

Location of Delivery e.g. Penryn or Falmouth CSVPA

Mode(s) of Delivery e.g. 1x2hr seminar, weekly for 13 weeks

The module is taught across one Study Block and will indicatively comprise: 15 hours briefings, seminars, group critiques, studio practice, individual tutorials weekly for 12 weeks = 180 hrs 6 hours digital media sessions weekly for 12 weeks = 72 hrs 348 hours independent study Total: 600 learning hours

Summary Module Description

The module is focused on the development and refinement of practice through independent self-initiated negotiated projects. The project negotiation process will facilitate critical discussion of individual approaches to practice and research, and will promote the development of projects that deepen knowledge and understanding of how research informs and drives creative activity. The module is focused on the fulfilment of a capstone project. Students will develop a body of work that highlights understanding, knowledge and skills in a form that demonstrates their readiness to undertake further study/ research at MA. Students will critically reflect on each stage of project development in an art / design journal (journals are to be included in supporting documentation for


assessment); produce a digital portfolio and write an individual report and critical evaluation. The module recognises the diversity of activities and roles both present and future that are possible within the art and design industries. CURRICULUM CONTENT This module has a focus on establishing the skills required to carry out effective research and the skills required to develop and complete a capstone project. Topics covered may indicatively include:

• The philosophical and ethical frameworks of art and/or design practice

• Linking research to final major project outcomes • Contextualising and communicating the critical

dialogues used to focus project development • Continuing professional development

TEACHING AND LEARNING STRATEGY Teaching and Learning is based in the studio and focuses on self-initiated project work, personal progress tutorials and group critiques. Art / Design Journals, maintained by the student and monitored by staff, will record the students’ journey and development through the module.

Aims Maximum of 3

AIMS • To produce a body of practice-based work that relates

to the student’s specialist area defined within the field of art and design practice; demonstrating a critical awareness of current issues and insights effecting art / design.

• To identify and research a relevant field of practice,

developing a critical awareness of current discourse at the forefront of your practice, thereby deepening knowledge and understanding.

• To formulate critically informed arguments and apply

critical analytical thinking in relation to practice.


Learning Outcomes

LO

Learning Outcome

Assessment Criteria [Assessment Criteria detailed against the learning outcome can be tailored to the requirements of individual modules]

1

Demonstrate a comprehensive understanding of techniques and skills applicable to your individual research and art / design practice

Produce art / design projects, which demonstrate a proficiency in the technical skills necessary to support your individual specialist area of practice.

2

Develop strategies for solving problems visually; ability to take risks; apply these through experimentation and visual testing in the realisation of art / design concepts.


3

Initiate and produce independent research and apply critical methodologies to advance your practice.

Demonstrate the ability to confidently engage in methods of research relevant to your specialist field of practice.

4 Analyse and critically evaluate complex issues both systematically and creatively.

Demonstrate professional competence to apply critical, analytical and evaluative skills in the production of art/design projects.

5

Demonstrate a systematic understanding of the importance of communication as an artist or designer and a critical awareness of current discourse at the forefront of your practice.


6

Exhibit qualities and transferable skills necessary for progression to further postgraduate study including ability to self-manage; self-direct and self-initiate work and projects; participate in complex decision-making.

Demonstrate professional competence to self-manage, self-direct and self-initiate work and projects to support your progression to further postgraduate study.

7

Visually communicate your conclusions clearly with considerations of audience, user and client.

Produce work, which demonstrates a critical understanding to how it communicates effectively to its audience within a professional context.


Section 2 - Any changes made to Section 2 of the MIF will normally require Department Board approval. Before making any changes to a MIF consult with QST for advice.

Skills Development

Subject Specific • Analytical and discursive skills to enable critical and

contextual consideration of creative ideas • Idea generation and problem solving techniques Generic • Inherent use of research methodologies and critical thinking • Evaluative and record skills to finalise the Art / Design Journal • Proficiency in Adobe Creative Suite specific focus on Indesign &

Photoshop • Proficiency in 4D digital media training in Premiere Pro / Adobe

After Effects • Communication (written) and presentation (oral) skills • Time management skills • Workload management • Engagement with reflective discourse

Assessment Strategy

Assessment for this module is formative and summative. Formative assessment and the provision of developmental ‘feed forward’ takes place during seminars, with staff and peers through studio-based group critiques, individual tutorials, and written project feedback. Summative assessment takes place at the end of the module when work is assessed via a portfolio submission. The portfolio is a body of work created in response to module’s learning activities and students’ individual pathways; as a result, it may vary in format and content. It will however include project visual and/or material outcomes, evidence of research and conceptual development, and an art or design journal.

No Assessment Method

Description of Assessment Method %

Compulsory or Compensatable

1 2 3 4 5 6 7 1 PO Portfolio submission to

include material outcomes, individual report on research and development, art/design journal, 1000 word critical appraisal

100 • • • • • • • Compulsory



(additional codes can be proposed through this process, if necessary) AR Artefact OR Oral CB Computer-based PC Practical CE Critical evaluation PF Performance CS Case study PL Placement DI Dissertation or project PO Portfolio ES Essay PR Presentation EX Exam RE Individual report

Section 3 - Once initial approval of the Module has been given, the Subject Leader may make changes to this section, following appropriate consultation.

Indicative list of Resources

Institutional resources Graduate Diploma Studio Space Art / Design Digital Media studio, with use of photographic DSLR cameras Individual computer stations with full Creative Suite Software

Other institutional resources are determined by specific needs of student projects and are negotiated with the course team as and when required. Core Text(s): a selection Lynch, K. 1972. What Time is this Place? MIT Madden, M. 2006. 99 Ways to Tell a Story. Jonathan Cape. McEvilley, T. 1993. Art and Discontent: theory at the millennium. McPherson & Co Kingston. New York Pallasmaa, J. 2009. The Thinking Hand (Architectural Design Primer). J Wiley. Chichester Robertson, J and McDaniel, C. 2009. (2nd ed). Themes of Contemporary Art: Visual Art After 1980. OUP. New York. Stiles, K and Seiz, P. 2010. Theories and Documents of Contemporary Art: A Sourcebook of Artists’ Writings. Berkeley. University of California Press. Recommended Reading: Recommended reading will depend upon the specialism of a student (a full list - including journals and on-line resources - will be drawn up in consultation with the Library and the Study Skills Tutor). Example book list for Fashion Communication Promotion specialist: Core Text(s): a selection Barnard Malcolm, 1996. FashIon as Communication, Routledge Publishers. Bruzzi Stella, Gibson Church Pamela, 2000. Fashion Cultures: Theories, Explorations and Analysis, Routledge.


Calefato, P., (2004) The Clothed Body, London: Berg Craik Jennifer, 2009. Fashion: Key Concepts, Berg Publishers. Cumming Valerie, 2004. Understanding Fashion History, Batsford. Dant Tim, 1999. Material Culture in the Social World, Open University Press. Dillon Susan, 2011. The Fundamentals of Fashion Management, AVA Publishing. Entwistle J., (2000) The Fashioned Body, Cambridge: Polity Featherstone Mike, 2007. Consumer Culture and Postmodernism, Sage publications UK. Gelder K, Thornton S. eds., (1995), The Subcultures Reader, London: Routledge Griffiths, I. & White, N. (2000) The Fashion Business: Theory, Practice, Image, Berg. Kim Eundok, Fiore Marie Ann, Kim Hyejeong, 2011. Fashion trends: Analysis and Forecasting (Understanding Fashion), Berg Publishers. Lea-Greenwood G (2012), Fashion Marketing Communications, Wiley Lee J. Martyn, 1993. Consumer Culture Reborn: The Cultural Politics of Consumption, Routledge. Lipovetsky Gilles, 1994. The Empire of Fashion, Princeton University Press. Lynch Annette, Strauss D Mitchell, 2007. Changing Fashion: A Critical Introduction on Trend Analysis and Cultural Meaning, Berg Publishers. Lyotard Jean-Francois, 1979. The Post Modern Condition, Les Éditions de Minuit. McCracken David Grant, 1990. Culture and Consumption: New Approaches to the Symbolic Characters of Consumer Goods and Activities, Indiana university Press. Posner, Harriet. (2011) Marketing Fashion Slater Don, 1999. Consumer Culture and Modernity, Polity Press. Strauss, Mitchell. Changing fashion: A Critical Introduction to trend Analysis and Cultural Meaning. (dress, Body Culture) A Critical Intro. To trend Analysis and Meaning. Waddell, G. (2004) How Fashion Works: Couture, Ready-to-Wear and Mass Production, Blackwell Science Welters, L. & Lillethun A. (Eds.)(2007) The Fashion Reader, Berg.

Further Recommended Reading Bickle M. (2010) Fashion Marketing, Fairchild Bragg, Mary & Andrew Bragg (2005), Designing Your Portfolio: From Concept to Presentation, Fairchild Books David Meerman Scott (2013) The New Rules of Marketing & PR: How to Use Social Media, Online Video, Mobile Applications, Blogs, News Releases, and Viral Marketing to Reach Buyers Directly Dawber, Martin (2011), Developing New Business Ideas: A Step by Step Guide to Creating New Business Ideas Worth Backing, London: Financial Times Series/Prentice Hall Fill, C. (2013) Marketing Communications: Brands, Experience and Participation, 6th edition, Pearson Education Keller K.L et all (2013), Strategic Brand Management, Prentice Hall Lea-Greenwood G (2012), Fashion Marketing Communications, Wiley Tony Morgan (2011) Visual Merchandising: Window and In-Store Displays for Retail Web sources: https://www.businessoffashion.com http://www.vogue.com http://www.wgsn.com http://www.trendwatching.com http://www.marketingweek.com http://www.brandchannel.com

http://en.wikipedia.org/wiki/Les_%C3%89ditions_de_Minuit

https://www.businessoffashion.com/

http://www.vogue.com/

http://www.wgsn.com/

http://www.trendwatching.com/

http://www.marketingweek.com/

http://www.brandchannel.com/


Journal of fashion Marketing and Management Journal of Brand Management Journal of marketing Communications Journal of Interactive Marketing Journal of Consumer Behaviour

Section 4 – Administrative Information

Department Graduate Diploma

Subject Art and Design 2

Version V1

Date of production of MIF (dd/mm/yyyy) 09/12/2016

Named Awards – Indicate below all Courses where this is a Compulsory or Option Module (*delete as appropriate)

Graduate Diploma Art & Design Compulsory